1887
  1. Home
  2. e-Journals
  3. ITL - International Journal of Applied Linguistics
  4. Volume 171, Issue 2
  5. Article
Volume 171, Issue 2
  • ISSN 0019-0829
  • E-ISSN: 1783-1490
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Producing a meaningful written discourse in a foreign language requires a high cognitive effort of EFL learners. They face challenges caused by L2 word or grammar-related difficulties, and also by the L2 genre and genre conventions that may be quite different from what they experienced in their L1. The present study focusses on the support offered to Vietnamese L2 writers to overcome these hindrances. An intensive four-week writing intervention was designed and tested to examine whether encouraging genre awareness via a short session of sample text analysis could empower students to conduct effective brainstorming for argumentative writing. In a pre-test post-test control group design with switching replications, with 66 EFL intermediate undergraduate participants, the study obtained four indicators of L2 argumentative writing quality: idea generation, productivity, global text quality and self-efficacy. The results showed that participants integrated the sample text analysis into the idea generation stage. They created significantly longer self-expressive free writing texts, perceived the generated ideas as more useful, and used more of these ideas in their argumentative texts composition, compared to students from the control condition (with teacher instruction only). No treatment effects were found for productivity, global quality of final text, and self-efficacy. Students in both control and treatment conditions generally showed a significant improvement on these variables.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/itl.16013.rij
2019-07-15
2023-06-05

  • From This Site

    /content/journals/10.1075/itl.16013.rij
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Ahmed, A., & Ahsan, M. A. F.
    (2011) The right approach to teaching writing in an EAP setting: Some perspectives. InA. Ahmed, G. Cane & M. Hanzala (Eds.), Teaching English in multilingual contexts: current challenges, future directions (pp.53–68). UK: Cambridge Scholars Publishing.
     [Google Scholar]
  2. Bhatia, V. K.
    (1993) Analysing genre: Language use in professional settings. New York, NY: Routledge.
     [Google Scholar]
  3. Bowden, D.
    (1995) The rise of a metaphor: “voice” in composition pedagogy. Rhetoric Review, 14(1), 173–188. 10.1080/07350199509389058
     https://doi.org/10.1080/07350199509389058 [Google Scholar]
  4. Chandler, S.
    (2007) Fear, teaching composition, and students’ discursive choices: re-thinking connections between emotions and college student writing. Composition Studies, 35(2), 53–70.
     [Google Scholar]
  5. Cheng, A.
    (2008) Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Applied Linguistics, 29(1), 50–71. 10.1093/applin/amm021
     https://doi.org/10.1093/applin/amm021 [Google Scholar]
  6. Deng, L., Chen, Q., & Zhang, Y.
    (2014) Developing Chinese EFL learners’ generic competence: A genre-based & process genre approach. Springer-Verlag Berlin Heidelberg. 10.1007/978‑3‑642‑54845‑1
     https://doi.org/10.1007/978-3-642-54845-1 [Google Scholar]
  7. Dryer, D. B.
    (2015) Writing is not natural. InL. Adler-Kassner & E. Wardle (Eds.), Naming what we know: Threshold concepts of writing studies (pp.27–29). Logan, UT: Utah State University Press.
     [Google Scholar]
  8. Dymock, S.
    (2005) Teaching expository text structure awareness. The Reading Teacher, 59, 177–181. 10.1598/RT.59.2.7
     https://doi.org/10.1598/RT.59.2.7 [Google Scholar]
  9. Elashri, I. I. E. A.
    (2013) The effect of the genre-based approach to teaching writing on the EFL Al-Azhr secondary students’ writing skills and their attitudes towards writing[Monograph]. Retrieved fromfiles.eric.ed.gov/fulltext/ED539137.pdf
     [Google Scholar]
  10. Elbow, P.
    (1973) Writing without teachers. New York, NY: Oxford University Press.
     [Google Scholar]
  11. Englert, C. S., & Hiebert, E. H.
    (1984) Children’s developing awareness of text structures in expository materials. Journal of Educational Psychology, 76, 65–74. 10.1037/0022‑0663.76.1.65
     https://doi.org/10.1037/0022-0663.76.1.65 [Google Scholar]
  12. Galbraith, D.
    (2009) Teaching and Learning Writing. BJEP Monograph SeriesII, 6, 5–26.
     [Google Scholar]
  13. Gillett, A.
    (2012, October24). Using English for Academic Purposes: What is EAP? [Web log post]. Retrieved fromwww.uefap.net/blog/?p=331
  14. Graham, S., & Perin, D.
    (2007) A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–476. doi:  10.1037/0022‑0663.99.3.445
     https://doi.org/10.1037/0022-0663.99.3.445 [Google Scholar]
  15. Graham, S., & Rijlaarsdam, G.
    (2016) Writing education around the globe: Introduction and call for a new global analysis. Reading and Writing, 29, 781–792. doi:  10.1007/s11145‑016‑9640‑1
     https://doi.org/10.1007/s11145-016-9640-1 [Google Scholar]
  16. Gui, L.
    (2008) Critical pedagogy in EFL college writing instruction in China: An untested feasibility (Doctoral dissertation, The University of Toledo). Retrieved fromhttps://books.google.com.vn/
  17. Hamp-Lyons, L.
    (1991) Scoring procedures for ESL contexts. InL. Hamp-Lyons (Eds.), Assessing second language writing in academic contexts (pp.241–276). Norwood, NJ: Ablex.
     [Google Scholar]
  18. Harris, K. R., Santangelo, T., & Graham, S.
    (2008) Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach. Instructional Science, 36, 395–408. doi:  10.1007/s11251‑008‑9062‑9
     https://doi.org/10.1007/s11251-008-9062-9 [Google Scholar]
  19. Hayes, A. F.
    (2013) Introduction to mediation, moderation and conditional process analysis. A regression based approach. New York: The Guilford Press.
     [Google Scholar]
  20. Hillocks, G.
    (1984) What Works in Teaching Composition: A Meta-Analysis of Experimental Treatment Studies. American Journal of Education, 93(1), 133–170. 10.1086/443789
     https://doi.org/10.1086/443789 [Google Scholar]
  21. Hinkel, E.
    (2002) Second language writers’ text. Mahwah, NJ: Lawrence Erlbaum Associates. 10.4324/9781410602848
     https://doi.org/10.4324/9781410602848 [Google Scholar]
  22. Hy, L. V.
    (1990) Discursive practices and linguistic meanings. John Benjamins Publishing Company.
     [Google Scholar]
  23. Hyland, K.
    (2008) Disciplinary voices: interactions in research writing. English Text Construction, 1(1), 5–22. 10.1075/etc.1.1.03hyl
     https://doi.org/10.1075/etc.1.1.03hyl [Google Scholar]
  24. Hyon, S.
    (2001) Long-term effects of genre-based instruction: A follow-up study of an EAP reading course. English for Specific Purposes, 20, 417–438. 10.1016/S0889‑4906(01)00019‑9
     https://doi.org/10.1016/S0889-4906(01)00019-9 [Google Scholar]
  25. (2002) Genre and ESL reading: A classroom study. InA. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp.121–141). Mahwah, NJ: Lawrence Erlbaum.
     [Google Scholar]
  26. Johnson, M. D., Mercado, L., & Acevedo, A.
    (2012) The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21, 264–282. doi:  10.1016/j.jslw.2012.05.011
     https://doi.org/10.1016/j.jslw.2012.05.011 [Google Scholar]
  27. Kostrova, O., & Kulinich, M.
    (2015) Text genre ‘academic writing’: intercultural view. Procedia-Social and Behavioral Sciences, 206, 85–89. 10.1016/j.sbspro.2015.10.032
     https://doi.org/10.1016/j.sbspro.2015.10.032 [Google Scholar]
  28. Lee, M.
    (2012) Teaching genre-based writing to Korean high school students at a basic level (Master’s thesis). University of Wisconsin-River Falls, Wisconsin, USA.
  29. Lin, B.
    (2006) Vygotskian principles in a genre-based approach to teaching writing. NUCB JLCC, 8(3). Retrieved fromci.nii.ac.jp/els/110004860606.pdf
     [Google Scholar]
  30. Luong, Q. T., & Nguyen, T. M. H.
    (2008) Student writing process, perceptions, problems, and strategies in writing academic essays in a second language: A case study. VNU Journal of Science, Foreign Languages, 24, 184–197.
     [Google Scholar]
  31. Manouchehry, A., Farangi, M. A., Fatemi, M. A., & Qaviketf, F.
    (2014) The effect of two brainstorming strategies on the improvement of Iranian intermediate EFL learners writing skill. International Journal of Language Learning and Applied Linguistics World, 6(4), 176–187.
     [Google Scholar]
  32. Maghsoudi, M., & Haririan, J.
    (2013) The impact of brainstorming strategies Iranian EFL learners writing skill regarding their social status. Journal of language and linguistics, 1(1), 60–67. 10.11648/j.ijll.s.20130101.20
     https://doi.org/10.11648/j.ijll.s.20130101.20 [Google Scholar]
  33. Nguyen, H. D.
    (1956) Verbal and non-verbal patterns of respect behavior in Vietnamese society. Unpublished doctoral dissertation. New York University, New York.
  34. Nguyen, H. H. T.
    (2009) Teaching efl writing in Vietnam: Problems and solutions-a discussion from the outlook of applied linguistics. VNU Journal of Science, Foreign Languages, 25, 61–66.
     [Google Scholar]
  35. Nguyen, K.
    (1989) On the historical role of Confucianism. Vietnamese Studies, 94(4), 67–72.
     [Google Scholar]
  36. Pham, T. H. N.
    (2011) Communicating with Vietnamese in intercultural communication contexts: Insights into Vietnamese values. Hanoi: Educational Publishing House.
     [Google Scholar]
  37. Pike-Baky, M., & Blass, L.
    (2007) Mosaic 1 writing student book. New York, NY: McGraw-Hill.
     [Google Scholar]
  38. Pinker, S.
    (2014) The sense of style: The thinking person’s guide to writing in the 21st century. New York, NY: Penguin.
     [Google Scholar]
  39. Rahman, M. M.
    (2011) Genre-based writing instruction: Implications in ESP classroom. English for Specific Purposes World, 33(11). Retrieved fromhttps://pdfs.semanticscholar.org/
     [Google Scholar]
  40. Rao, Z.
    (2007) Training in brainstorming and developing writing skills. ELT Journal, 62(2), 100–106. doi: 10.1093/etl/ccmooz
     https://doi.org/10.1093/etl/ccmooz [Google Scholar]
  41. Reynolds, G. A., & Perin, D.
    (2009) A comparison of text structure and self-regulated writing strategies for composing from sources by middle school students. Reading Psychology, 30, 265–300. 10.1080/02702710802411547
     https://doi.org/10.1080/02702710802411547 [Google Scholar]
  42. Schoonen, R.
    (2005) Generalizability of writing scores: An application of structural equation modeling. Language Testing, 22(1), 1–30. 10.1191/0265532205lt295oa
     https://doi.org/10.1191/0265532205lt295oa [Google Scholar]
  43. Shadish, W. R., Cook, T. D., & Campbell, D. T.
    (2002) Experimental and quasi experimental designs for generalized causal inference. Boston: Houghton Mifflin Company.
     [Google Scholar]
  44. Silva, T.
    (1993) Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27, 657–677. 10.2307/3587400
     https://doi.org/10.2307/3587400 [Google Scholar]
  45. Stewart, D. C.
    (1972) The authentic voice: A pre-writing approach to student writing. Dubuque, Iowa: W. C. Brown Co. Publishers.
     [Google Scholar]
  46. Tillema, M., Van den Bergh, H., Rijlaarsdam, G., & Sanders, T.
    (2012) Quantifying the quality difference between L1 and L2 essays: A rating procedure with bilingual raters and L1 and L2 benchmark essays. Language Testing, 30(1), 71–97. doi:  10.1177/0265532212442647
     https://doi.org/10.1177/0265532212442647 [Google Scholar]
  47. Tran, N. T.
    (1999) The fundamentals of Vietnamese culture. Hanoi: Education Publisher.
     [Google Scholar]
  48. Tran, T. L.
    (2007) Learners’ motivation and identity in the Vietnamese EFL writing classroom. English Teaching: Practice and Critique, 6(1), 151–163. Retrieved fromfiles.eric.ed.gov/fulltext/EJ832183.pdf
     [Google Scholar]
  49. Trinh, Q. L., & Nguyen, T. T.
    (2014) Enhancing Vietnamese learners’ ability in writing argumentative essays. The Journal of Asia TEFT, 11(2), 63–91.
     [Google Scholar]
  50. Van den Bergh, H., & Eiting, M. H.
    (1989) A method of estimating rater reliability. Journal of Educational Measurement, 26(1), 29–40. doi:  10.1111/j.1745‑3984.1989.tb00316.x
     https://doi.org/10.1111/j.1745-3984.1989.tb00316.x [Google Scholar]
  51. Vandermeulen, N., Van Steendam, E., Rijlaarsdam, G., van den Broek, B.
    (2018) In search of an effective source use pattern for writing argumentative and informative synthesis texts. Manuscript submitted for publication.
     [Google Scholar]
  52. Yasuda, S.
    (2011) Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20, 111–133. doi:  10.1016/j.jslw.2011.03.001
     https://doi.org/10.1016/j.jslw.2011.03.001 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/itl.16013.rij
Loading
Effects of rhetorical text analysis on idea generation and text quality
ITL - International Journal of Applied Linguistics 171, 280 (2020); https://doi.org/10.1075/itl.16013.rij
/content/journals/10.1075/itl.16013.rij
/content/journals/10.1075/itl.16013.rij
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): argumentative writing; idea generation; sample text analysis; second language writing; self-efficacy; text productivity

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error